This is an example of an Effort Rubric (Photo credit: helloliteracy.blogspot.com)
Marzano's instructional strategy on reinforcing effort and providing recognition is mainly focused on having students make the connection between effort and achievement and then having that effort rewarded. This can be done through many ways, including effort rubrics, praise, and displaying students work.
Charts:
An important aspect of this instructional strategy (as a teacher) is outlining exactly what you define as effort on an Effort Rubric. This is a simple rubric that helps avoid confusion and allows students to rate themselves on how much effort they've put into a project or assignment or what they could do to improve their effort. It also helps students get an idea what of what exactly they will need to do in order to be successful in the class (McREL, 2012).
Another chart that can be applied to the classroom is an Achievement Graph in which students chart their achievements in the classroom so that they can directly see how their effort effects their accomplishments.
In the video below, third grade teacher Barbara Allen defines effort in her classroom and has her students track their progress with bar graphs. She is directly applying the steps needed for reinforcing and providing recognition and begins to delve into the significance of praise, which will be discussed next.
(This video provides a brief explanation of both effort rubrics and achievement graphs)
Praise:
Effective
Ineffective
1)Is constant, if a student continuously shows effort, they are continuously praised
1)Happens randomly, meaning not always will a student be praised for showing effort
2)Specific to what the student is doing (ex: "I can tell you've worked hard on that drawing, you've put so much detail in those trees.")
2) Global or general praise (ex: "Good job!")
3)Genuine praise; variety in responses
3)Bland praise; conditioned response
4)Rewards students on their accomplishments and/or attainment of specified criteria
4)Rewards students on just on participation (doesn't establish connection between effort and achievement)
5)Attributes student success to effort
5)Attributes student success to ability
Based on the chart above, praise is not as simple as giving a student a pat on the back. The actions and words of the teacher impact the student's mindset and can either make for an effective praise or an ineffective praise. In the video provided below, Trevor Ragan explains the research of Carol Dweck (professor of psychology at Stanford University and author of Mindset: The New Psychology of Success) on how praise affects students work in school. It mainly focuses on the fifth example of the chart but shows just how effective praise can influence and improve student's effort in the classroom and also how ineffective praise can negatively affect students.
Displaying Student Work:
Example of student work being displayed (Photo credit: Enokson via Flickr.com)
Another useful way to both correlate the connection between effort and achievement and provide recognition is to display student's work in the classroom. When you were a child and your teacher chose your work to be hung on the wall for everyone else to see, you felt a surge of pride and accomplishment because your hard work had been recognized and rewarded. This is an example of the connection that Marzano wanted students to learn being developed.
Conclusion:
Marzano's 3rd instructional strategy is something that teachers have used every single day in their classrooms, from pre-school to high-school and even college.This strategy can be used in every subject and level of school and still be effective (whether in the form of graphs, praise, high-fives, rewards, etc). It provides students with the tools to achieve in both school and life and Sophocles said, "Success is dependent on effort."
If you would like to see more information on this instructional strategy, I would highly recommend this Prezi by Angela Tims.
Reinforcing Effort and Providing Recognition:
Marzano's instructional strategy on reinforcing effort and providing recognition is mainly focused on having students make the connection between effort and achievement and then having that effort rewarded. This can be done through many ways, including effort rubrics, praise, and displaying students work.
Charts:
An important aspect of this instructional strategy (as a teacher) is outlining exactly what you define as effort on an Effort Rubric. This is a simple rubric that helps avoid confusion and allows students to rate themselves on how much effort they've put into a project or assignment or what they could do to improve their effort. It also helps students get an idea what of what exactly they will need to do in order to be successful in the class (McREL, 2012).
Another chart that can be applied to the classroom is an Achievement Graph in which students chart their achievements in the classroom so that they can directly see how their effort effects their accomplishments.
In the video below, third grade teacher Barbara Allen defines effort in her classroom and has her students track their progress with bar graphs. She is directly applying the steps needed for reinforcing and providing recognition and begins to delve into the significance of praise, which will be discussed next.
(This video provides a brief explanation of both effort rubrics and achievement graphs)
Praise:
shows effort, they are continuously praised
will a student be praised for showing effort
tell you've worked hard on that drawing, you've
put so much detail in those trees.")
(ex: "Good job!")
accomplishments and/or attainment of
specified criteria
(doesn't establish connection between
effort and achievement)
Displaying Student Work:
Another useful way to both correlate the connection between effort and achievement and provide recognition is to display student's work in the classroom. When you were a child and your teacher chose your work to be hung on the wall for everyone else to see, you felt a surge of pride and accomplishment because your hard work had been recognized and rewarded. This is an example of the connection that Marzano wanted students to learn being developed.
Conclusion:
Marzano's 3rd instructional strategy is something that teachers have used every single day in their classrooms, from pre-school to high-school and even college.This strategy can be used in every subject and level of school and still be effective (whether in the form of graphs, praise, high-fives, rewards, etc). It provides students with the tools to achieve in both school and life and Sophocles said, "Success is dependent on effort."
If you would like to see more information on this instructional strategy, I would highly recommend this Prezi by Angela Tims.